Quilting a journey: decolonizing instructional design

2018 ◽  
Vol 14 (2) ◽  
pp. 164-172
Author(s):  
Carolyn M. DeLorme
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Educational Software ◽  
Indigenous Communities ◽  
Tribal College ◽  
Instructional Designer ◽  
Culturally Competent ◽  
Instructional Design Practices ◽  
Person Model

In many Indigenous communities, the star quilt is a symbol of honor given as a gift to recognize something about which the community is proud. The star quilt was used as a metaphor in this study to critically examine the practices of an instructional designer working in a tribal college context to identify culturally relevant instructional design practices. Instructional design is the systematic process of planning and developing learning environments, such as courses, curricula, or educational software. The researcher utilized an Indigenous approach to autoethnography as methodology to establish the community as the norm by which to critique the practices of the instructional designer—the researcher herself. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a relational person model for practice that incorporates the role of the instructional designer as an actor in the design process.

scholarly journals Educational elements of instructional design to enhance the construction of virtual learning environments

2020 ◽  
pp. 1-7
Author(s):  
Nadia Sarahi URIBE-OLIVARES ◽  
Paul Rafael SIORDIA-MEDINA ◽  
Aldo ZEA-VERDÍN
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Virtual Education ◽  
Instructional Designers ◽  
Administrative Staff ◽  
Educational Model ◽  
Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

The Role of Instructional Design in Transformative Learning

2020 ◽  
pp. 58-74
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

Virtual and Augmented Reality

2019 ◽  
pp. 12-23 ◽  
Author(s):  
Liston William Bailey
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Augmented Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Instructional Designers ◽  
Common Elements ◽  
Research Institutions ◽  
Virtual And Augmented Reality ◽  
Instructional Design Practices

This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.

scholarly journals Culturally competent communication in Indigenous disability assessment: a qualitative study

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Angeline Ferdinand ◽  
Libby Massey ◽  
Jennifer Cullen ◽  
Jeromey Temple ◽  
Kristy Meiselbach ◽  
...  
Keyword(s):  
Cultural Competence ◽  
Indigenous People ◽  
Torres Strait Islander ◽  
Service Providers ◽  
Indigenous Communities ◽  
Disability Assessment ◽  
Culturally Competent ◽  
Torres Strait ◽  
Participant Understanding

Abstract Background Indigenous people tend to exhibit a higher burden of disability than their non-Indigenous counterparts, and are often underserved by disability services. Engaging appropriately with Indigenous communities, families and individuals in the initial stages of disability assessment and planning is crucial in order to build trust and understanding of disability service models and ensure that Indigenous people receive support that is tailored to their needs and cultural realities. This article aims to identify key elements of culturally competent communication in Indigenous disability assessment and planning, and provide recommendations for strengthening capacity in this area. Methods This qualitative research was designed to involve Aboriginal and Torres Strait Islander people at all stages and to reflect the views of Aboriginal and Torres Strait Islander researchers, people and families affected by disability and the community-controlled health sector. Semi-structured individual interviews were undertaken with staff implementing the National Disability Insurance Scheme (NDIS) (n = 4), NDIS participants (n = 24), disability support providers and organisational partners (n = 19) and Community Connectors (n = 8) in Queensland and the Northern Territory of Australia. Key themes derived from thematic analysis included appropriate and adequate engagement of individuals with disability and their families, the role of trusted relationships, and culturally safe and appropriate communication during planning meetings. Results Overall, the research findings highlight that a low level of cultural competence in the initial stages of the disability assessment and planning process exacerbated participant confusion and distrust towards assessment staff and the NDIS. Given difficulties in communication, participant understanding of the NDIS was generally limited. The necessity of culturally safe and appropriate use of interpreters was stressed, as was the role of trusted individuals, including existing service providers, Community Connectors and family members in providing a solid base for participant understanding of the NDIS. Conclusions Cultural competence in disability assessment and planning can be strengthened through multi-level engagement with the Aboriginal community-controlled sector and community leaders. Implementing mechanisms to enable the involvement of families, trusted service providers and Community Connectors can support a more meaningful understanding of individuals’ needs within their cultural context and in relation to their cultural roles.

Blended Learning

2010 ◽  
pp. 795-809 ◽  
Author(s):  
Karen Weller Swanson ◽  
Mary Kayler
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Learning Environments ◽  
International Society ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Technology In Education ◽  
Iste Standards ◽  
And Function

As institutions look for ways to increase enrollment and students seek greater flexibility in their learning environments, blended learning is emerging as the best of both worlds. This chapter will discuss why both students and instructors choose blended learning (BL) and the benefits of BL pedagogically. The layers of software required to support BL will be briefly described for the purpose of supporting a discussion of the tools used to design online learning. The role of assessment and the need to create communities of practice within a BL environment will be illustrated. With a changing emphasis from software and function to one of learning outcomes, this chapter will present Learning Activities Management Systems (LAMS) and the International Society for Technology in Education (ISTE) standards which focus on the advancement of instructional design. ISTE will be introduced as a framework for students and instructors to gauge their teaching and learning goals.

Telecommunication as an Aid for Concept Development among Student Teachers

1998 ◽  
Vol 27 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Andrew S. Chirwa
Keyword(s):  
Instructional Design ◽  
Student Teachers ◽  
Learning Environments ◽  
Lesson Plan ◽  
Cognitive Strategies ◽  
Program Improvement ◽  
Concept Development ◽  
Lesson Plans ◽  
Concrete Concepts

This study was motivated by the need to understand how student teachers build concepts in telecommunication environments. The study aimed at determining how student teachers develop concrete concepts and defined concepts. The purpose was to develop a repertoire of what constitutes classes of lesson plans in technology-based learning environments and determine their significance to instructional design. The goal was to expose student teachers to AskEric Database. The objectives were to demonstrate the role of intellectual skills in developing conceptualizations, compare and contrast elements of a lesson plan, and define the role of telecommunication in learning. An elaborate scheme of activities was developed for student teachers to process materials in the AskEric database. These activities included students examining the various lesson plans in the content areas featuring mathematics, science, language arts, social studies, art, geography, and history. Lesson plans were characterized as concepts, and individual elements. The telecommunication was perceived as an integrated whole, and was evaluated on the criteria embedded in the student's interaction with the lesson plans as a context. Data shows that student teachers generated their own examples of how to identify concepts and characterize them as “concrete concepts.” They classified the instructional events to develop “defined concepts” and characterizations of the given materials. The individual elements of lesson plans were identified and listed in the following order of hierarchy: grade level, topic sentences, goals, objectives, activities, evaluation procedures, resources, and level on the Bloom's Taxonomy of Educational Objectives. Two roles found to support the teaching and process learning were enhancement of learning, and instructional depth. “Enhancement of learning” is defined as a learner's competency to recruit cognitive strategies for the purpose of determining whether lesson plans are structurally meaningful to promote the teaching and learning among children. “Instructional depth” is defined as the capability of the technology to facilitate the dissemination of information in a sequential manner for the purpose of promoting the effective organization of information among learners. Cognitive strategies, competency, constructing a knowledge base, and growth were five factors found to initiate concept development among student teachers. These data have implication to instructional design, program improvement, and evaluation of instruction in computer-based learning environments.

scholarly journals Practices and digital technological resources for remote education: an investigation of Brazilian professor's profile

2021 ◽  
Author(s):  
Mayka De Souza Lima ◽  
Rita Suzana Pitangueira Maciel
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Digital Technology ◽  
Educational Software ◽  
Face To Face ◽  
The Face ◽  
Teaching Learning ◽  
Teaching Modality ◽  
Instructional Design Practices ◽  
Technology Resources

Digital Technology Resources (DTR) are considered essential in society and education for teaching-learning. Due to the Covid-19 pandemic, higher education classes have moved from face-to-face to remote teaching. Therefore, students and professors have the challenge of using DTRs as the main artifacts in their activities. This paper investigates the professors’ perceptions of DTRs in teaching practices before and during social isolation. A survey that obtained 140 responses indicates that several DTRs will remainupon the face-to-face teaching modality resumes. So, by sharing the Survey’s results, we hope to support future instructional design practices and suggest new requirements for educational software development.

The Role of Instructional Design in Transformative Learning

2018 ◽  
pp. 243-258 ◽  
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

Perhambaan Tradisional di Borneo Utara Zaman Kesultanan Sulu & Brunei

Sains Insani ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 20-28
Author(s):  
Aping Sajok
Keyword(s):  
Daily Life ◽  
Indigenous Communities ◽  
North Borneo ◽  
Official Records

This study is related to the practice of slavery happened in indigenous communities in North Borneo since under the rule of the Sultanate of Sulu and Brunei. The aim of this study to see how slavery is considered as a unique practice and the slave role in daily life, including the type of slaves and relationship between the slave and their owners. This study will use information about slavery in North Borneo which are available from various sources such as diary, Official records of British North Borneo Chartered Company (BNBCC), Reports, News paper, Microfilm, books and articles. Slavery in North Borneo basically influenced by the role of datu’s and pengiran of the Sulu Sultanate and Brunei which sparked demand for slaves. This causes a form of slavery that occurred in the indigenous tribes such as Suluk, Bajau, Iranun, Dusun and Murut. The practice of slavery grow rapidly along with pirate activities which are intertwined with the slave trading in the Borneo sea. However, before settling by James Brooke in Sarawak and BNBCC in North Borneo, the abolition of slavery activities was implemented. Keywords: Slavery, Sulu, Brunei, Native, History, North Borneo, Abstrak: Kajian ini adalah berkaitan dengan amalan perhambaan yang berlaku dalam masyarakat peribumi di Borneo Utara sejak dibawah pengaruh Kesultanan Sulu dan Brunei. Kajian ini bertujuan untuk melihat bagaimana amalan perhambaan dianggap sebagai sebuah amalan yang unik dan peranan golongan hamba tersebut dalam kehidupan harian termasuklah jenis hamba dan bentuk hubungan di antara hamba itu sendiri dan pemilik hamba. Kajian ini akan menggunakan maklumat mengenai perhambaan di Borneo Utara yang boleh didapati daripada pelbagai sumber seperti catatan diari pegawai British, rekod-rekod Syarikat Berpiagam Borneo Utara British (SBBUB), laporan, akhbar, Mikrofilem, Buku-buku dan Artikel yang telah dihasilkan oleh sarjana awal. Perhambaan di Borneo Utara pada dasarnya banyak dipengaruhi oleh peranan pembesar daripada Kesultanan Sulu dan Brunei yang mencetuskan permintaan terhadap hamba. Hal tersebut menyebabkan wujud perhambaan yang berlaku dalam suku peribumi seperti Suluk, Bajau, Iranun, Dusun dan Murut. Amalan ini berkembang pesat bersama dengan aktiviti perlanunan yang saling berkait dengan perdagangan hamba di sekitar perairan Borneo. Namun demikian, menjelang pertapakan James Brooke di Sarawak serta SBBUB di Borneo Utara, penghapusan aktiviti perhambaan ini telah dijalankan. Kata kunci: Perhambaan, Sulu, Brunei, Peribumi, Sejarah, Borneo Utara,

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